objectives for development & learning: birth through third ... · detailed descriptor 1.1.ps...

Assessm

ent

Alignment of

WITH

GOLD® Objectives for Development & Learning:

Birth Through Third Grade

IOWA EARLY LEARNING STANDARDS: 3RD EDITION (2017)

I TeachingStrategies ·

GOLD® Objectives for Development and Learning, Birth Through Third Grade

aligned to

Iowa Early Learning Standards (3rd edition)

Standards adopted 2017

Ages 3-5 years

STRAND / COURSE Area 1: Social and Emotional Development

ESSENTIAL CONCEPT AND/OR SKILL

Self - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 1.1.PS Children express a positive awareness of self in terms of specific abilities, characteristics, and preferences.

GRADE LEVEL EXPECTATION The child…

EXAMPLE 1.2.PS.1 expresses a positive sense of self in terms of specific abilities.

GOLD® Objectives for Development and Learning • Objective 01 Regulates own emotions and behaviors c. Takes care of own needsappropriatelyObjective 1c.6 Demonstrates confidence in meeting own needs

EXAMPLE 1.2.PS.2 expresses needs, wants, opinions, and feelings in socially appropriate ways.


EXAMPLE 1.2.PS.3 demonstrates increasing confidence and independence in a variety of tasks and routines, and expresses pride accomplishments.


GOLD® © 2016 by Teaching Strategies, LLC Alignment format © 2018 by EdGate Correlation Services, LLC

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EXAMPLE 1.2.PS.4 recognizes own power to make choices.




Self-Regulation - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 1.2.PS Children show increasing ability to regulate their behavior and express their emotions in appropriate ways.


EXAMPLE 1.2.PS.1 demonstrates the ability to monitor his or her own behavior and its effects on others, following and contributing to adult expectations.

GOLD® Objectives for Development and Learning • Objective 01 Regulates own emotions and behaviors a. Manages feelingsObjective 1a.6 Is able to look at a situation differently or delay gratification

EXAMPLE 1.2.PS.2 persists with difficult tasks without becoming overly frustrated.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning b. PersistsObjective 11b.4 Practices an activity many times until successful

EXAMPLE 1.2.PS.3 begins to accept consequences of his or her own actions.

GOLD® Objectives for Development and Learning • Objective 1 Regulates own emotions and behaviors b. Follows limits and expectationsObjective 1b.4 Accepts redirection from adults

EXAMPLE 1.2.PS.4 manages transitions and changes to routines.

GOLD® Objectives for Development and Learning • Objective 01 Regulates own emotions and behaviors b. Follows limits and expectationsObjective 1b.6 Manages classroom rules, routines, and transitions with occasionalreminders

EXAMPLE 1.2.PS.5 states feelings, needs, and opinions in difficult situations without harming self, others, or property.

GOLD® Objectives for Development and Learning • Objective 01 Regulates own emotions and behaviors a. Manages feelingsObjective 1a.6 Is able to look at a situation differently or delay gratification


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EXAMPLE 1.2.PS.6 expresses an increasing range and variety of emotions, and the transitions between feeling states become smoother.

GOLD® Objectives for Development and Learning • Objective 01 Regulates own emotions and behaviors a. Manages feelings Objective 1a.6 Is able to look at a situation differently or delay gratification




DETAILED DESCRIPTOR 1.3.PS Children relate positively with significant adults.


EXAMPLE 1.3.PS.1 interacts comfortably with familiar adults.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.6 Manages separations without distress and engages with trusted adults

EXAMPLE 1.3.PS.2 accepts guidance, comfort, and directions from a range of familiar adults in a variety of environments.


EXAMPLE 1.3.PS.3 expresses affection toward familiar adults.


EXAMPLE 1.3.PS.4 shows trust in familiar adults.



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EXAMPLE 1.3.PS.5 seeks help, as needed, from familiar adults.





DETAILED DESCRIPTOR 1.4.PS Children respond to and initiate appropriate interactions with other children, and form positive peer relationships.


EXAMPLE 1.4.PS.1 initiates and sustains positive interactions with peers, and organizes play.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships c. Interacts with peers Objective 2c.6 Initiates, joins in, and sustains positive interactions with a small group of two to three children

EXAMPLE 1.4.PS.2 wants to please and be like friends.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships d. Makes friends Objective 2d.6 Establishes a special friendship with one other child, but the friendship might only last a short while

EXAMPLE 1.4.PS.3 negotiates with others to resolve disagreements.

GOLD® Objectives for Development and Learning • Objective 03 Participates cooperatively and constructively in group situations b. Solves social problems Objective 3b.6 Suggest solutions to social problems

EXAMPLE 1.4.PS.4 develops friendships with other children (peers); starts to demonstrate taking turns and sharing with others.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships d. Makes friends Objective 2d.6 Establishes a special friendship with one other child, but the friendship might only last a short while • Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others Objective 3a.4 Takes turns


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EXAMPLE 1.4.PS.5 expresses empathy to other children (peers), and demonstrates caring behaviors.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues Objective 2b.4 Demonstrates concern about the feelings of others

EXAMPLE 1.4.PS.6 accepts consequences of his or her actions.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately

EXAMPLE 1.4.PS.7 recognizes how behaviors can affect others.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately

EXAMPLE 1.5.PS.8 names friends.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships d. Makes friends Objective 2d.6 Establishes a special friendship with one other child, but the friendship might only last a short while



Healthy and Safe Living - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 2.1.PS Children show increasing awareness of healthy and safe living practices.


EXAMPLE 2.1.PS.1 begins to recognize and select healthy foods.

GOLD® Objectives for Development and Learning • Objective 01 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.6 Demonstrates confidence in meeting own needs


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EXAMPLE 2.1.PS.2 follows healthy self-care routines such as brushing teeth, washing hands, and using the bathroom.


EXAMPLE 2.1.PS.3 develops appropriate balance between rest and physical activity as part of a healthy lifestyle.


EXAMPLE 2.1.PS.4 demonstrates safe behaviors regarding environment (stranger, tornado, fire, traffic, bodies of water), toxic substances, objects, and climbing structures.


EXAMPLE 2.1.PS.5 communicates safety rules and the reasons for the rules for indoor and outdoor environments.




Large Motor Skills - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 2.2.PS Children develop large motor skills.


EXAMPLE 2.2.PS.1 demonstrates control and balance in locomotor skills, such as walking, running, jumping, hopping, marching, galloping, and climbing stairs.

GOLD® Objectives for Development and Learning • Objective 4 Demonstrates traveling skills Objective 4.6 Moves purposefully from place to place with control


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EXAMPLE 2.2.PS.2 demonstrates the ability to coordinate movements with balls, such as throwing, kicking, striking, catching, and bouncing.

GOLD® Objectives for Development and Learning • Objective 6 Demonstrates gross-motor manipulative skills Objective 6.6 Manipulates balls or similar objects with flexible body movements

EXAMPLE 2.2.PS.3 expresses enjoyment in participating in physical experiences and creative movement.

GOLD® Objectives for Development and Learning • Objective 4 Demonstrates traveling skills Objective 4.6 Moves purposefully from place to place with control



Large Motor Skills - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 2.3.PS Children develop small motor skills.


EXAMPLE 2.3.PS.1 uses hand-eye coordination to perform self-help and small motor tasks with a variety of manipulative materials, such as beads, pegs, shoelaces, puzzle pieces, and musical instruments.

GOLD® Objectives for Development and Learning • Objective 07 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.6 Uses refined wrist and finger movements

EXAMPLE 2.3.PS.2 demonstrates increased skills using scissors and writing tools for various learning experiences.

GOLD® Objectives for Development and Learning • Objective 07 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.6 Uses refined wrist and finger movements • Objective 7 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools Objective 7b.6 Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end

STRAND / COURSE Area 3: Approaches to Learning


Curiosity and Initiative - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 3.1.PS Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills.


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EXAMPLE 3.1.PS.1 chooses, deliberately, to explore a variety of materials and experiences, seeking out new challenges.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation Objective 11d.6 Shows eagerness to learn about a variety of topics and ideas

EXAMPLE 3.1.PS.2 participates in experiences with eagerness, flexibility, imagination, independence, and inventiveness.


EXAMPLE 3.1.PS.3 asks questions about a variety of topics.


EXAMPLE 3.1.PS.4 repeats skills and experiences to build competence and support the exploration of new ideas.




Engagement and Persistence - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 3.2.PS Children purposefully choose and persist in experiences and play.


EXAMPLE 3.2.PS.1 maintains concentration on a task, despite distractions and interruptions.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.6 Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions


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EXAMPLE 3.2.PS.2 stays engaged and completes a variety of both adult-directed and self-initiated tasks, projects, and experiences of increasing degrees of difficulty.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.6 Plans and pursues a variety of appropriately challenging tasks

EXAMPLE 3.2.PS.3 sets goals and follows a plan in order to complete a task.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.6 Plans and pursues a variety of appropriately challenging tasks

EXAMPLE 3.2.PS.4 chooses to participate in play and learning experiences.





DETAILED DESCRIPTOR 3.3.PS Children demonstrate strategies for reasoning and problem solving.


EXAMPLE 3.3.PS.1 shows interest in and finds a variety of solutions to questions, tasks, or problems.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning c. Solves problems Objective 11c.6 Solves problems without having to try every possibility

EXAMPLE 3.3.PS.2 recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and adults.


EXAMPLE 3.3.PS.3 shares ideas or makes suggestions of how to solve a problem presented by another person.




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DETAILED DESCRIPTOR 3.4.PS Children engage in play to learn.


EXAMPLE 3.4.PS.1 engages in a variety of indoor and outdoor play experiences.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.6 Changes plans if a better idea is thought of or proposed

EXAMPLE 3.4.PS.2 uses sights, smells, sounds, textures, and tastes to discriminate between and to explore experiences, materials, and the environment.

GOLD® Objectives for Development and Learning • Objective 24 Uses scientific inquiry skills

EXAMPLE 3.4.PS.3 engages in self-initiated, unstructured play.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.4 Uses creativity and imagination during play and routine tasks

EXAMPLE 3.4.PS.4 plans and executes play experiences alone and with others.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.4 Uses creativity and imagination during play and routine tasks

STRAND / COURSE Area 4: Social Studies


Awareness of Family and Community - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 4.1.PS Children demonstrate an increasing awareness of belonging to a family and community.


EXAMPLE 4.1.PS.1 demonstrates understanding communities are composed of groups of people who live, play, or work together.

GOLD® Objectives for Development and Learning • Objective 30 Shows basic understanding of people and how they live


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EXAMPLE 4.1.PS.2 demonstrates ability to identify communities to which they belong.


EXAMPLE 4.1.PS.3 recognizes their family is an important group to which they belong.


EXAMPLE 4.1.PS.4 demonstrates responsibility as a member of a family or community.


EXAMPLE 4.1.PS.5 shows confidence in expressing individual opinions and thoughts while respecting the thoughts and opinions of others.

GOLD® Objectives for Development and Learning • Objective 29 Demonstrates knowledge about self

EXAMPLE 4.1.PS.6 participates in creating and following rules and routines.


EXAMPLE 4.1.PS.7 demonstrates an initial awareness of the concepts of fairness, individual rights, and welfare of family and community members.




Awareness of Culture - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 4.2.PS Children demonstrate an increasing awareness of culture and diversity.


EXAMPLE 4.2.PS.1 demonstrates an awareness of diversity such as family characteristics, adult roles within a family, and skin and hair color.

GOLD® Objectives for Development and Learning • Objective 29 Demonstrates knowledge about self


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EXAMPLE 4.2.PS.2 demonstrates acceptance of persons from different cultures and ethnic groups.


EXAMPLE 4.2.PS.3 demonstrates a sense of belonging, feeling pride in his or her own culture while showing respect for others.


EXAMPLE 4.2.PS.4 uses respectful and descriptive language for human similarities and differences, demonstrating curiosity, comfort, ease and empathy with similarities and differences.




Awareness of the Relationship Between People and the Environment in Which They Live - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 4.3.PS Children demonstrate an increasing awareness of the environment in which they live, especially how people (including themselves) relate to that environment.


EXAMPLE 4.3.PS.1 interacts with the world, first with familiar settings and then with less familiar ones; first in simple ways and then in more complex, exploratory ways.


EXAMPLE 4.3.PS.2 constructs meaning about himself or herself and the world through relevant and meaningful experiences with objects and the environment.


EXAMPLE 4.3.PS.3 recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations.

GOLD® Objectives for Development and Learning • Objective 32 Demonstrates simple geographic knowledge

EXAMPLE 4.3.PS.4 recognizes that people share the environment with other people, animals, and plants.



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EXAMPLE 4.3.PS.5 understands that people can take care of the environment through activities and experiences, such as cleaning, conserving, reusing, and recycling.

GOLD® Objectives for Development and Learning • Objective 27 Demonstrates knowledge of Earth’s environment

EXAMPLE 4.3.PS.6 recognizes a variety of jobs and the work associated with them.




Awareness of Past - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 4.4.PS Children demonstrate an increasing awareness of past events and how those events relate to one’s self, family, and community.


EXAMPLE 4.4.PS.1 differentiates between past, present, and future.

GOLD® Objectives for Development and Learning • Objective 31 Explores change related to familiar people or places

EXAMPLE 4.4.PS.2 represents events and experiences that occurred in the past through words, play, and art.


EXAMPLE 4.4.PS.3 uses past events to construct meaning of the world.


EXAMPLE 4.4.PS.4 understands that events happened in the past and that the events relate to oneself, family, community, and culture.


STRAND / COURSE Area 5: Creative Arts


Art - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 5.1.PS Children participate in a variety of art and sensory-related experiences.



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EXAMPLE 5.1.PS.1 uses a variety of drawing and art materials, such as drawing utensils, paint, clay, and wood to create original works, form, and meaning.

GOLD® Objectives for Development and Learning • Objective 33 Explores the visual arts

EXAMPLE 5.1.PS.2 expresses ideas about his or her own artwork and the artwork of others, relating artwork to what is happening in the environment or life experiences.


EXAMPLE 5.1.PS.3 demonstrates care and persistence when involved in art projects.


EXAMPLE 5.1.PS.4 plans and works cooperatively to create drawings, paintings, sculptures, and other art projects.




Music, Rhythm, and Movement - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 5.2.PS Children participate in a variety of music and movement experiences.


EXAMPLE 5.2.PS.1 participates in a variety of musical and rhythmic experiences, including singing, dancing, listening, playing simple rhythmic and pitched instruments, and creating and singing chants, rhymes, and finger plays from diverse cultures.

GOLD® Objectives for Development and Learning • Objective 34 Explores musical concepts and expression • Objective 35 Explores dance and movement concepts

EXAMPLE 5.2.PS.2 demonstrates meaningful creative and imaginative responses, including taking on pretend roles, when listening to music to reflect the expressive elements of music.

GOLD® Objectives for Development and Learning • Objective 34 Explores musical concepts and expression • Objective 36 Explores drama through actions and language


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EXAMPLE 5.2.PS.3 notices differences in high and low sounds (pitch), long and short sounds (rhythm), loud and quiet sounds (dynamics), fast and slow sounds (tempo), and differences between instruments or sounds (timbre).

GOLD® Objectives for Development and Learning • Objective 34 Explores musical concepts and expression

EXAMPLE 5.2.PS.4 recognizes patterns in songs and rhymes and repeats them, using songs, chants or instruments, including the development of ability to keep beat.


EXAMPLE 5.2.PS.5 demonstrates an awareness of music and sound as part of daily life indoors and outdoors.




Dramatic Play - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 5.3.PS Children engage in dramatic play experiences.


EXAMPLE 5.3.PS.1 shows creativity and imagination when using materials.

GOLD® Objectives for Development and Learning • Objective 36 Explores drama through actions and language

EXAMPLE 5.3.PS.2 assumes different roles in dramatic play situations.


EXAMPLE 5.3.PS.3 interacts with peers in dramatic play experiences that become more extended and complex.


STRAND / COURSE Area 6: Communication, Language, and Literacy


Language Understanding and Use - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 6.1.PS Children understand and use communication and language for a variety of purposes.



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EXAMPLE 6.1.PS.1 demonstrates a steady increase in listening (receptive language) and speaking (expressive language) vocabulary.

GOLD® Objectives for Development and Learning • Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories • Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.6 Describes and tells the use of many familiar items

EXAMPLE 6.1.PS.2 initiates, listens, and responds in relationship to the topics of conversations with other children (peers) and adults.

GOLD® Objectives for Development and Learning • Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories

EXAMPLE 6.1.PS.3 speaks in phrases and sentences of increasing length and complexity.

GOLD® Objectives for Development and Learning • Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar Objective 9c.6 Uses complete, four- to six-word sentences

EXAMPLE 6.1.PS.4 follows oral directions that involve several actions.

GOLD® Objectives for Development and Learning • Objective 08 Listens to and understands increasingly complex language b. Follows directions Objective 8b.6 Follows directions of two or more steps that relate to familiar objects and experiences

EXAMPLE 6.1.PS.5 asks and answers a variety of questions.

GOLD® Objectives for Development and Learning • Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories


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EXAMPLE 6.1.PS.6 demonstrates knowledge of the rules of conversations such as taking turns while speaking.

GOLD® Objectives for Development and Learning • Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders



Language Understanding and Use - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 6.1.PS Children understand and use communication and language for a variety of purposes.

GRADE LEVEL EXPECTATION The child, who is an English language learner, also…

EXAMPLE 6.1.PS.7 uses her or his home language, sometimes in combination with English, to communicate with people.

GOLD® Objectives for Development and Learning • Objective 38 Demonstrates progress in speaking English Objective 38.4 Uses a few socially interactive terms in English appropriately; uses one or two words in English to represent a whole idea

EXAMPLE 6.1.PS.8 demonstrates ongoing development and improvement in vocabulary and complexity in use of home language.


EXAMPLE 6.1.PS.9 demonstrates engagement at home or the classroom in literacy activities to relate to her or his home language.



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EXAMPLE 6.1.PS.10 demonstrates receptive (listening) and expressive (speaking) English language skills to be able to comprehend the English language.

GOLD® Objectives for Development and Learning • Objective 37 Demonstrates progress in listening to and understanding English Objective 37.4 Responds to common English words and phrases when they are accompanied by gestures or other visual aids • Objective 38 Demonstrates progress in speaking English Objective 38.4 Uses a few socially interactive terms in English appropriately; uses one or two words in English to represent a whole idea

EXAMPLE 6.1.PS.11 demonstrates engagement in English literacy activities to understand and respond to books, storytelling, and songs presented in English.

GOLD® Objectives for Development and Learning • Objective 37 Demonstrates progress in listening to and understanding English Objective 37.4 Responds to common English words and phrases when they are accompanied by gestures or other visual aids • Objective 38 Demonstrates progress in speaking English Objective 38.4 Uses a few socially interactive terms in English appropriately; uses one or two words in English to represent a whole idea



Early Literacy - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 6.2.PS Children engage in early reading experiences.


EXAMPLE 6.2.PS.1 expresses an interest and enjoyment in listening to books and attempts to read familiar books (print motivation).

GOLD® Objectives for Development and Learning • Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.4 Asks and answers questions about the text; refers to pictures • Objective 18 Comprehends and responds to books and other texts b. Uses emergent reading skills Objective 18b.4 Pretends to read, using some of the language from the text; describes the action across pages, using pictures to order the events; may need prompts from adult


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EXAMPLE 6.2.PS.2 displays book handling knowledge by turning the book right side up, turning one page at a time, recognizing familiar books by the cover, pointing to words as they talk about or retell stories using books, and using left to right sweep (print awareness).

GOLD® Objectives for Development and Learning • Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts Objective 17a.4 Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers

EXAMPLE 6.2.PS.3 shows an awareness of print such as pointing to familiar words or letters (print awareness).

GOLD® Objectives for Development and Learning • Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts Objective 17b.4 Indicates where to start reading and the direction to follow

EXAMPLE 6.2.PS.4 understands sentences are made of words and words are made of individual letters (concepts of print).

GOLD® Objectives for Development and Learning • Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts Objective 17b.6 Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation

EXAMPLE 6.2.PS.5 understands increasingly and uses a variety of words (vocabulary).

GOLD® Objectives for Development and Learning • Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.6 Describes and tells the use of many familiar items

EXAMPLE 6.2.PS.6 shows increasing comprehension of a story through retelling the story and/or recognizing story elements such as the plot or characters (comprehension and story retelling).

GOLD® Objectives for Development and Learning • Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult


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EXAMPLE 6.2.PS.7 recognizes increasingly and names more of the letters in their first and last name and letters they see frequently (letter knowledge).

GOLD® Objectives for Development and Learning • Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters Objective 16a.4 Recognizes and names as many as 10 letters, especially those in own name

EXAMPLE 6.2.PS.8 recognizes most upper and lower case letters (letter knowledge).

GOLD® Objectives for Development and Learning • Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters Objective 16a.6 Identifies and names 11–20 upper- and 11–20 lowercase letters when presented in random order

EXAMPLE 6.2.PS.9 produces the sound of some of the letters she or he knows (phonics).

GOLD® Objectives for Development and Learning • Objective 16 Demonstrates knowledge of the alphabet b. Identifies letter-sound correspondences Objective 16b.4 Produces the correct sounds for 10–20 letters

EXAMPLE 6.2.PS.10 identifies words that rhyme from a group of three words: cat, rug, hat (phonological awareness - rhyme).

GOLD® Objectives for Development and Learning • Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme Objective 15a.6 Decides whether two words rhyme

EXAMPLE 6.2.PS.11 identifies the beginning sound in words, such as identifying two words that start with the same sound (phonological awareness – alliteration).

GOLD® Objectives for Development and Learning • Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition b. Notices and discriminates alliteration Objective 15b.6 Matches beginning sounds of some words

EXAMPLE 6.2.PS.12 identifies the syllables in his or her name and in familiar objects or words by clapping and segmenting the syllables (phonological awareness – segmenting syllables).

GOLD® Objectives for Development and Learning • Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition c. Notices and discriminates discrete units of sound Objective 15c.4 Shows awareness of separate syllables in words


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EXAMPLE 6.2.PS.13 blends syllables to identify a word, object, or picture (phonological awareness – blending syllables).

GOLD® Objectives for Development and Learning • Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition c. Notices and discriminates discrete units of sound Objective 15c.4 Shows awareness of separate syllables in words



Early Literacy - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 6.3.PS Children engage in early writing experiences.


EXAMPLE 6.3.PS.1 attempts to communicate with others using scribbles, shapes, pictures, letter-like forms and/or letters in writing.

GOLD® Objectives for Development and Learning • Objective 19 Demonstrates writing skills b. Writes to convey ideas and information Objective 19b.6 Uses drawing, dictation, and mock letters or letter forms to convey a message

EXAMPLE 6.3.PS.2 experiments with a variety of writing tools such as pencils, crayons, brushes, markers, and digital tools.

GOLD® Objectives for Development and Learning • Objective 07 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools Objective 7b.6 Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end

EXAMPLE 6.3.PS.3 uses expressive (speaking) language to share intended meaning of drawings and writing.

GOLD® Objectives for Development and Learning • Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.6 Describes and tells the use of many familiar items

EXAMPLE 6.3.PS.4 starts to demonstrate interest in learning to write letters, especially the letters in his or her name.

GOLD® Objectives for Development and Learning • Objective 19 Demonstrates writing skills a. Writes name Objective 19a.6 Writes mock letters or letter-like forms


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EXAMPLE 6.3.PS.5 uses invented spelling consisting of beginning sounds to represent a whole word.

GOLD® Objectives for Development and Learning • Objective 19 Demonstrates writing skills b. Writes to convey ideas and information Objective 19b.10 Uses drawing, dictation, and early invented spelling to convey a message

STRAND / COURSE Area 7: Mathematics


Numbers and Operations - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 7.1.PS Children understand counting, ways of representing numbers, and relationships between quantities and numerals.


EXAMPLE 7.1.PS.1 recognizes small quantities (1 to 5) without counting them (subitizing).

GOLD® Objectives for Development and Learning • Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.4 Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts

EXAMPLE 7.1.PS.2 counts to 20 verbally.

GOLD® Objectives for Development and Learning • Objective 20 Uses number concepts and operations a. Counts Objective 20a.6 Verbally counts to 20; counts 10–20 objects accurately; knows the last number states how many in all; tells what number (1–10) comes next in order by counting

EXAMPLE 7.1.PS.3 points and counts 10-20 objects accurately.

GOLD® Objectives for Development and Learning • Objective 20 Uses number concepts and operations a. Counts Objective 20a.6 Verbally counts to 20; counts 10–20 objects accurately; knows the last number states how many in all; tells what number (1–10) comes next in order by counting

EXAMPLE 7.1.PS.4 makes sets of 6-10 objects and describes parts.

GOLD® Objectives for Development and Learning • Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.6 Makes sets of 6–10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many


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EXAMPLE 7.1.PS.5 uses language such as more, less or the same amount to compare quantities.


EXAMPLE 7.1.PS.6 identifies numerals to 10 by name.

GOLD® Objectives for Development and Learning • Objective 20 Uses number concepts and operations c. Connects numerals with their quantities Objective 20c.6 Identifies numerals to 10 by name and connects each to counted objects



Patterns - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 7.2.PS Children understand patterns.


EXAMPLE 7.2.PS.1 recognizes, reproduces and creates patterns moving from simple to complex.

GOLD® Objectives for Development and Learning • Objective 23 Demonstrates knowledge of patterns Objective 23.6 Extends and creates simple repeating patterns

EXAMPLE 7.2.PS.2 extends patterns by predicting what comes next.

GOLD® Objectives for Development and Learning • Objective 23 Demonstrates knowledge of patterns Objective 23.6 Extends and creates simple repeating patterns

EXAMPLE 7.2.PS.3 describes patterns seen in natural and designed settings.

GOLD® Objectives for Development and Learning • Objective 23 Demonstrates knowledge of patterns Objective 23.7 Emerging to 23.8 Recognizes, creates, and explains more complex repeating and simple growing patterns



Shapes and Spatial Relationships - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 7.3.PS Children understand shapes and spatial relationships

GRADE LEVEL EXPECTATION Benchmarks: The child…


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EXAMPLE 7.3.PS.1 demonstrates understanding of spatial words such as up, down, over, under, top, bottom, inside, outside, in front, and behind.

GOLD® Objectives for Development and Learning • Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships Objective 21a.6 Uses and responds appropriately to positional words indicating location, direction, and distance

EXAMPLE 7.3.PS.2 identifies and describes two- and three-dimensional shapes.

GOLD® Objectives for Development and Learning • Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.6 Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation

EXAMPLE 7.3.PS.3 notices characteristics, similarities, and differences among shapes such as corners, points, edges, and sides.

GOLD® Objectives for Development and Learning • Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.6 Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation

EXAMPLE 7.3.PS.4 notices how shapes fit together and can be taken apart to form other shapes.

GOLD® Objectives for Development and Learning • Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.8 Shows that shapes remain the same when they are moved, turned, flipped, or slid; breaks apart or combines shapes to create different shapes and sizes



Measurements - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 7.4.PS Children understand comparisons and measurements


EXAMPLE 7.4.PS.1 sorts, classifies, and puts objects in series using a variety of properties.

GOLD® Objectives for Development and Learning • Objective 13 Uses classification skills Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape


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EXAMPLE 7.4.PS.2 makes comparisons between several objects based on one or more attributes, such as length, height, weight, and area using words such as taller, shorter, longer, bigger, smaller, heavier, lighter, full, empty, length, height, and weight.

Objective 22 Compares and measures a. Measures objects Objective 22a.4 Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume

EXAMPLE 7.4.PS.3 measures objects using non-standard units of measurement, such as using blocks to determine how tall a child is.

GOLD® Objectives for Development and Learning • Objective 22 Compares and measures a. Measures objects Objective 22a.6 Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools

EXAMPLE 7.4.PS.4 explores objects using standard measuring tools such as rulers, measuring cups, and balance scales.

GOLD® Objectives for Development and Learning • Objective 22 Compares and measures a. Measures objects Objective 22a.8 Uses measurement words and some standard measurement tools accurately

EXAMPLE 7.4.PS.5 begins to demonstrate knowledge that measurement requires a ‘fair’ comparison starting at the same baseline or measuring the same property such as length, height, and volume.

GOLD® Objectives for Development and Learning • Objective 22 Compares and measures a. Measures objects Objective 22a.8 Uses measurement words and some standard measurement tools accurately

EXAMPLE 7.4.PS.6 develops an awareness of simple time concepts within his or her daily life such as day, night; and sequence of usual daily events, such as breakfast, lunch, dinner, bedtime; outdoor time follows snack; and brushing teeth after a meal.

GOLD® Objectives for Development and Learning • Objective 22 Compares and measures b. Measures time and money Objective 22b.4 Relates time to daily routines and schedule



Data Analysis - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 7.5.PS Children demonstrate the process of data analysis by sorting and classifying, asking questions, and finding answers.

GRADE LEVEL EXPECTATION The child… GOLD® © 2016 by Teaching Strategies, LLC

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EXAMPLE 7.5.PS.1 sorts collections of objects into sets such as lines, piles, or groups by color, size, shape, or kind.


EXAMPLE 7.5.PS.2 sorts and resorts sets in a variety of ways.

GOLD® Objectives for Development and Learning • Objective 13 Uses classification skills Objective 13.6 Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason

EXAMPLE 7.5.PS.3 compares and orders such as most to least, same amount as, and least to most.


EXAMPLE 7.5.PS.4 sorts data into two groups such as big and not big, green and not green, and pets and not pets.


EXAMPLE 7.5.PS.5 asks questions, collects, records, and organizes data to find answers to questions.

GOLD® Objectives for Development and Learning • Objective 22 Compares and measures c. Represents and analyzes data Objective 22c.4 Creates and reads simple graphs; uses simple comparison and ordinal terms to describe findings

STRAND / COURSE Area 8: Science


Scientific Investigations - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 8.1.PS Children gather information and conduct investigations to address their wonderings and test solutions to problems.



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EXAMPLE 8.1.PS.1 asks questions about his or her environment, and begins to identify and look for information that will help answer those questions or solve problems.


EXAMPLE 8.1.PS.2 plans and conducts simple investigations alone or in collaboration with other children to answer questions or to design solutions to scientific or engineering problems.


EXAMPLE 8.1.PS.3 begins to use appropriate scientific tools and technology to conduct investigations, including scales, tape measure, magnifying glass, tweezers, and eye dropper.

GOLD® Objectives for Development and Learning • Objective 28 Uses tools and other technology to perform tasks

EXAMPLE 8.1.PS.4 observes, investigates, and describes objects, materials, and other physical science phenomena in the classroom and outdoor environments such as shadows or reflections.

GOLD® Objectives for Development and Learning • Objective 26 Demonstrates knowledge of the physical properties of objects and materials

EXAMPLE 8.1.PS.5 observes, investigates, and describes the characteristics, behavior, and habitats of living things.

GOLD® Objectives for Development and Learning • Objective 25 Demonstrates knowledge of the characteristics of living things

EXAMPLE 8.1.PS.6 asks questions based on observations of weather-related phenomena and begins to notice relationships and patterns over time, such as it is warmer in the summer and colder in the winter.


EXAMPLE 8.1.PS.7 develops an awareness of nature through the exploration of natural environments and materials or through caring for animals or plants.




Scientific Reasoning - Preschool (3 - 5 years)


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DETAILED DESCRIPTOR 8.2.PS Children use reasoning to make sense of information and design solutions to problems in their environment.


EXAMPLE 8.2.PS.1 begins to make comparisons and to categorize nonliving things based on characteristics she or he can observe, such as texture, color, size, shape, temperature, sound, odor, usefulness, and weight.


EXAMPLE 8.2.PS.2 uses information from investigations to identify similarities and differences in characteristics and behavior of living things and to make inferences about needs and how to meet needs such as caterpillars eat leaves.


EXAMPLE 8.2.PS.3 uses prior experiences and/or data from observations to identify patterns in how living and nonliving things stay the same or change over time and/or when conditions change such as plants grow with the proper amounts of water and light; combine substances; heat/cool an item; and baby animals generally resemble their parents.

GOLD® Objectives for Development and Learning • Objective 25 Demonstrates knowledge of the characteristics of living things • Objective 26 Demonstrates knowledge of the physical properties of objects and materials

EXAMPLE 8.2.PS.4 begins to identify ways humans positively and negatively impact the environment such as beginning awareness of conservation and respect for the environment, based on investigations.


EXAMPLE 8.2.PS.5 describes and compares the properties and motions of objects in terms of speed and direction, based on exploration, such as faster, down, and beside; and begins to notice cause and effect relationships such as a ball rolls faster on a steeper incline.



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EXAMPLE 8.2.PS.6 begins to notice patterns such as differences in weather in different seasons, and how different types of weather influence people and the environment, based on long-term explorations of weather and observations of the earth and sky.




Scientific Communications - Preschool (3 - 5 years)

DETAILED DESCRIPTOR 8.3.PS Children share information and understanding about experiences in their environment.


EXAMPLE 8.3.PS.1 shares observations and ideas about the properties and behavior of nonliving and living things through a variety of modalities such as language, drawing, modeling, gesturing, and dramatizing.

GOLD® Objectives for Development and Learning • Objective 25 Demonstrates knowledge of the characteristics of living things • Objective 26 Demonstrates knowledge of the physical properties of objects and materials

EXAMPLE 8.3.PS.2 obtains, evaluates, and uses age-appropriate text and online resources, with support, to gather information related to a topic of study and makes connections to observations and experiences such as when studying butterflies, children may evaluate a variety of books and begin to identify which books are most useful for learning about real butterflies.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation Objective 11d.8 Uses a variety of resources to find answers to questions; participates in grade-appropriate research projects

EXAMPLE 8.3.PS.3 begins to ask questions of others to seek more information on a topic, and participates in generating questions to ask a visiting expert on a topic of interest.



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EXAMPLE 8.3.PS.4 offers evidence to explain the thought process he or she used to make conclusions or claims, and listens to the claims, conclusions, and evidence of others to begin to identify areas of agreement and disagreement.


EXAMPLE 8.3.PS.5 participates in creating a final product such as a panel, classroom book, or newsletter that communicates what was learned during one exploration or during the study of a topic over time, and contributes through language, drawing, writing, or choosing items to include.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation Objective 11d.8 Uses a variety of resources to find answers to questions; participates in grade-appropriate research projects

Ages birth to 3 years



Self – Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 1.1.IT Infants and toddlers display a positive sense of self.

GRADE LEVEL EXPECTATION The infant or toddler…

EXAMPLE 1.1.IT.1 responds to familiar adults’ and children’s interactions using behaviors such as gazing, cuddling, and accepting assistance.

GOLD® Objectives for Development and Learning • Objective 01 Regulates own emotions and behaviors a. Manages feelings Objective 1a.4 Comforts self by seeking out special object or person

EXAMPLE 1.1.IT.2 explores his or her own body.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.2 Pays attention to sights and sounds


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EXAMPLE 1.1.IT.3 shows awareness of self, such as responding to own image in mirror.


EXAMPLE 1.1.IT.4 shows preferences for toys and experiences.

GOLD® Objectives for Development and Learning • Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.2 Indicates needs and wants; participates as adult attends to needs

EXAMPLE 1.1.IT.5 expresses reaction through facial expressions, sounds, and gestures.




Self-Regulation - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 1.2.IT Infants and toddlers show increasing awareness of and ability to express emotions in socially and culturally appropriate ways.


EXAMPLE 1.2.IT.1 indicates need for assistance through actions such as crying, gesturing, vocalizing, using words, or approaching familiar adults.


EXAMPLE 1.2.IT.2 comforts him or herself when distressed or tired by actions such as sucking, stroking a blanket, or hugging a toy.



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EXAMPLE 1.2.IT.3 begins to express a range and variety of feelings and emotions through body language, facial expressions, actions, and/or verbal responses.


EXAMPLE 1.2.IT.4 shows increasing ability to recognize own feelings, including simple (such as mad, glad) and complex (such as excited, frustrated, disappointed) feelings.


EXAMPLE 1.2.IT.5 responds to emotions expressed by others, for example, by comforting another child or crying in response to the cries of others.

GOLD® Objectives for Development and Learning • Objective 02 Establishes and sustains positive relationships b. Responds to emotional cues Objective 2b.2 Reacts to others’ emotional expressions

EXAMPLE 1.2.IT.6 begins to control behavior through following simple rules and limits in a variety of settings.

GOLD® Objectives for Development and Learning • Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations Objective 1b.2 Responds to changes in an adult’s tone of voice and expression

EXAMPLE 1.2.IT.7 begins to transition between feeling states with guidance from a caring adult.




Relationship with Adults - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 1.3.IT Infants and toddlers relate positively with significant adults.



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EXAMPLE 1.3.IT.1 distinguishes between familiar and unfamiliar adults; for example, is comforted by the sight of the familiar adult or the sound of the familiar adult’s voice.

GOLD® Objectives for Development and Learning • Objective 02 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.4 Uses trusted adult as a secure base from which to explore the world

EXAMPLE 1.3.IT.2 accepts assistance and comfort from familiar adults.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Objective 2a.2 Demonstrates a secure attachment to one or more adults

EXAMPLE 1.3.IT.3 seeks and maintains contact with familiar adults; for example, by looking at the adult, hearing the adult’s voice, or touching the adult.


EXAMPLE 1.3.IT.4 shows discomfort at separations from familiar adults.


EXAMPLE 1.3.IT.5 seeks help from familiar adults in unfamiliar situations.


EXAMPLE 1.3.IT.6 explores the environment, both indoors and outdoors, but may return to a familiar adult periodically for security.



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EXAMPLE 1.3.IT.7 begins to imitate or portray roles and relationships.

GOLD® Objectives for Development and Learning • Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play Objective 14b.2 Imitates actions of others during play; uses real objects as props

EXAMPLE 1.3.IT.8 imitates adult behaviors.




Relationship with Children - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 1.4.IT Infants and toddlers respond to and initiate interactions with other children.


EXAMPLE 1.4.IT.1 initiates interactions with other children through gestures, vocalizations, facial expressions, and/or body movements.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships c. Interacts with peers Objective 2c.2 Plays near other children; uses similar materials or actions

EXAMPLE 1.4.IT.2 accepts help from familiar adults in interactions with other children.

GOLD® Objectives for Development and Learning • Objective 3 Participates cooperatively and constructively in group situations b. Solves social problems Objective 3b.4 Seeks adult help to resolve social problems

EXAMPLE 1.4.IT.3 begins to demonstrate empathy for others and responds to people’s facial expressions, body language, and/or interactions.



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EXAMPLE 1.4.IT.4 develops an awareness of his or her behavior and how it affects others.


EXAMPLE 1.4.IT.5 imitates other children’s behaviors.

GOLD® Objectives for Development and Learning • Objective 2 Establishes and sustains positive relationships c. Interacts with peers Objective 2c.2 Plays near other children; uses similar materials or actions

STRAND / COURSE Area 2: Physical Well-Being and Motor Development


Healthy and Safe Living - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 2.1.IT Infants and toddlers participate in healthy and safe living practices.

GRADE LEVEL EXPECTATION The infant…

EXAMPLE 2.1.IT.1 expresses satisfaction or dissatisfaction regarding care and play routines as well as participates in care routines based on appropriate developmental stages and family culture.


EXAMPLE 2.1.IT.2 establishes healthy eating and sleeping patterns with the assistance of a responsive adult.


EXAMPLE 2.1.IT.3 ingests breast milk or formula, progressing to solid foods, to self-feeding age-appropriate foods, and drinking from a cup.




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Healthy and Safe Living - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 2.1.IT Infants and toddlers participate in healthy and safe living practices.

GRADE LEVEL EXPECTATION The toddler…

EXAMPLE 2.1.IT.4 participates in healthy self-care routines, demonstrating increasing independence, such as washing hands and pouring own milk, with assistance from a caring adult.

GOLD® Objectives for Development and Learning • Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Objective 1c.4 Seeks to do things for self

EXAMPLE 2.1.IT.5 shows a willingness to try new foods and engages in food exploration such as basic cooking tasks or dramatic play activity.


EXAMPLE 2.1.IT.6 participates in safe behaviors regarding the environment, such as around stairs or hot surfaces, or accepts redirection from adults.




Large Motor Skills - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 2.2.IT Infants and toddlers develop large motor skills.


EXAMPLE 2.2.IT.1 shows increasing balance, strength, and coordination in activities such as gaining control of the head and body by turning head from side to side, lifting the head off the floor, sitting, and standing.

GOLD® Objectives for Development and Learning • Objective 4 Demonstrates traveling skills Objective 4.2 Moves to explore immediate environment


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EXAMPLE 2.2.IT.2 shows increasing control in large motor skills such as reaching, rolling over, crawling, standing, and walking.

GOLD® Objectives for Development and Learning • Objective 4 Demonstrates traveling skills Objective 4.2 Moves to explore immediate environment



Large Motor Skills - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 2.2.IT Infants and toddlers develop large motor skills.


EXAMPLE 2.2.IT.3 shows increasing control in motor skills such as rolling, throwing, and kicking a ball, and jumping.

GOLD® Objectives for Development and Learning • Objective 4 Demonstrates traveling skills Objective 4.4 Experiments with different ways of moving

EXAMPLE 2.2.IT.4 shows increasing balance in activities such as running, climbing stairs, marching, and moving a riding toy using his or her feet.

GOLD® Objectives for Development and Learning • Objective 4 Demonstrates traveling skills Objective 4.4 Experiments with different ways of moving



Small Motor Development - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 2.3.IT Infants and toddlers develop small motor skills.


EXAMPLE 2.3.IT.1 uses hand-eye coordination to perform self-help and small motor tasks, such as eating food, picking up objects, placing objects on a surface, transferring objects from hand to hand, and fitting objects into a hole in a box.

GOLD® Objectives for Development and Learning • Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.2 Reaches for, touches, and holds objects purposefully



Small Motor Development - Infant and Toddler (birth - 3 years)


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DETAILED DESCRIPTOR 2.3.IT Infants and toddlers develop small motor skills.


EXAMPLE 2.3.IT.2 uses hand-eye coordination to perform self-help and small motor tasks such as eating with a fork or spoon, completing simple puzzles, stacking blocks, dressing with assistance, scribbling with crayons or markers, participating in finger plays, and using musical instruments.

GOLD® Objectives for Development and Learning • Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands Objective 7a.4 Uses fingers and whole arm movements to manipulate and explore objects



Curiosity and Initiative - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 3.1.IT Infants and toddlers express curiosity and initiative in exploring the environment and learning new skills.


EXAMPLE 3.1.IT.1 shows interest in people including other infants, objects, and events.


EXAMPLE 3.1.IT.2 uses his or her senses to choose, explore, and manipulate a variety of objects or toys in a variety of ways.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation Objective 11d.2 Uses senses to explore the immediate environment

EXAMPLE 3.1.IT.3 actively plays with or near adults, other children, and materials.




Engagement and Persistence - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 3.2.IT Infants and toddlers purposefully choose, engage, and persist in play, experiences, and routines.


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EXAMPLE 3.2.IT.1 holds attention of familiar adult; for example, through eye contact or vocalizations.

GOLD® Objectives for Development and Learning • Objective 10 Uses appropriate conversational and other communication skills a. Engages in conversations Objective 10a.2 Engages in simple back-and-forth exchanges with others

EXAMPLE 3.2.IT.2 repeats familiar and newly learned experiences.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.2 Repeats actions to obtain similar results

EXAMPLE 3.2.IT.3 maintains focus, if interested, on people or objects, play experiences, or novel events.


EXAMPLE 3.2.IT.4 continues to try to succeed using challenging materials or during experiences.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning b. Persists Objective 11b.2 Repeats actions to obtain similar results



Reasoning and Problem Solving - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 3.3.IT Infants and toddlers purposefully demonstrate strategies for reasoning and problem solving.


EXAMPLE 3.3.IT.1 uses an object, action, or adult to accomplish tasks, such as pulling a blanket to reach a toy or pushing a button to hear a sound.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning c. Solves problems Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal

EXAMPLE 3.3.IT.2 experiments to find a solution to a problem.



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EXAMPLE 3.3.IT.3 imitates an adult action to solve a problem.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning c. Solves problems Objective 11c.4 Observes and imitates how other people solve problems; asks for a solution and uses it

EXAMPLE 3.3.IT.4 recognizes difficulties and adjusts actions, as needed.


EXAMPLE 3.3.IT.5 seeks and accepts help when encountering a problem beyond his or her ability to solve independently.




Play and Senses - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 3.4.IT Infants and toddlers engage in play to learn.


EXAMPLE 3.4.IT.1 uses sights, smells, sounds, textures, and tastes to explore and experience routines and materials within the environment.


EXAMPLE 3.4.IT.2 chooses and participates in a variety of play experiences.



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EXAMPLE 3.4.IT.3 imitates behaviors of others in play.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.2 Imitates others in using objects in new and/or unanticipated ways

EXAMPLE 3.4.IT.4 repeats experiences with materials, adults, and peers to build knowledge and understanding of the world around them.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking Objective 11e.2 Imitates others in using objects in new and/or unanticipated ways



Awareness of Family and Community - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 4.1.IT Infants and toddlers demonstrate a sense of belonging within their family, program, and other social settings or groups.


EXAMPLE 4.1.IT.1 expresses enjoyment at being in a familiar setting or group.

GOLD® Objectives for Development and Learning • Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others Objective 3a.2 Responds appropriately to others’ expressions of wants

EXAMPLE 4.1.IT.2 recognizes familiar adults and uses them to determine safety during exploration.


EXAMPLE 4.1.IT.3 explores and plays freely within familiar settings.




Awareness of Culture - Infant and Toddler (birth - 3 years)


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DETAILED DESCRIPTOR 4.2.IT Infants and toddlers demonstrate a strong sense of self within their culture.


EXAMPLE 4.2.IT.1 expresses enjoyment at being in a familiar setting or group.

GOLD® Objectives for Development and Learning • Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others Objective 3a.2 Responds appropriately to others’ expressions of wants

EXAMPLE 4.2.IT.2 chooses and participates in familiar experiences, including songs and stories from his or her home culture.


EXAMPLE 4.2.IT.3 explores materials from various cultures.




Exploration of the Environment - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 4.3.IT Infants and toddlers explore new environments with interest and recognize familiar places.


EXAMPLE 4.3.IT.1 demonstrates interest and curiosity within familiar and unfamiliar settings.


EXAMPLE 4.3.IT.2 explores and plays with new, as well as familiar objects, in the environment using all five senses.



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EXAMPLE 4.3.IT.3 chooses and participates in unfamiliar experiences.




Art - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 5.1.IT Infants and toddlers participate in a variety of sensory and art-related experiences.


EXAMPLE 5.1.IT.1 gazes at a picture, photo, or mirror images.


EXAMPLE 5.1.IT.2 manipulates and explores play materials within the environment.




Art - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 5.1.IT Infants and toddlers participate in a variety of sensory and art-related experiences.

GRADE LEVEL EXPECTATION The older infant and toddler also…

EXAMPLE 5.1.IT.3 expresses interest in art-related experiences and media.


EXAMPLE 5.1.IT.4 engages in experiences that support creative expression.



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EXAMPLE 5.1.IT.5 chooses and experiments with a variety of art materials such as playdough, crayons, chalk, water, markers, and paint.




Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 5.2.IT Infants and Toddlers participate in a variety of rhythm, music, and movement experiences.


EXAMPLE 5.2.IT.1 shows interest in songs, tones, rhythms, voices, and music.


EXAMPLE 5.2.IT.2 experiments with a variety of age-appropriate instruments and sound-making objects.


EXAMPLE 5.2.IT.3 enjoys exploring ways of interacting with others through touch and motion.




Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 5.2.IT Infants and Toddlers participate in a variety of rhythm, music, and movement experiences.

GRADE LEVEL EXPECTATION The toddler also…

EXAMPLE 5.2.IT.4 chooses and participates in music and movement experiences.



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EXAMPLE 5.2.IT.5 sings simple songs and participates in finger plays.


EXAMPLE 5.2.IT.6 sings daily songs to recognize the patterns throughout their day.




Dramatic Play - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 5.3.IT Infants and toddlers engage in dramatic play experiences.

GRADE LEVEL EXPECTATION The infant and toddler…

EXAMPLE 5.3.IT.1 imitates the sounds, facial expressions, gestures, or behaviors of another person.


EXAMPLE 5.3.IT.2 imitates the actions and sounds of animals, people, and objects.




Dramatic Play - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 5.3.IT Infants and toddlers engage in dramatic play experiences.


EXAMPLE 5.3.IT.3 engages in dramatic play in both indoor and outdoor environments.




Language Understanding and Use - Infant and Toddler (birth - 3 years)


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DETAILED DESCRIPTOR 6.1.IT Infants and toddlers understand and use communication and language for a variety of purposes.

GRADE LEVEL EXPECTATION The infant or toddler, in home language and in English…

EXAMPLE 6.1.IT.1 responds to the vocalizations and communications, verbal and nonverbal, of familiar adults.

GOLD® Objectives for Development and Learning • Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.2 Shows an interest in the speech of others

EXAMPLE 6.1.IT.2 uses vocalizations and gestures to gain attention from others.

GOLD® Objectives for Development and Learning • Objective 09 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.2 Vocalizes and gestures to communicate

EXAMPLE 6.1.IT.3 uses vocalizations and gestures to communicate wants and needs.

GOLD® Objectives for Development and Learning • Objective 09 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.2 Vocalizes and gestures to communicate

EXAMPLE 6.1.IT.4 increases both listening (receptive) and speaking (expressive) vocabulary.

GOLD® Objectives for Development and Learning • Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.2 Shows an interest in the speech of others • Objective 09 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary Objective 9a.2 Vocalizes and gestures to communicate



Language Understanding and Use - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 6.1.IT Infants and toddlers understand and use communication and language for a variety of purposes.



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EXAMPLE 6.1.IT.5 progresses to using words and then to simple sentences to communicate.

GOLD® Objectives for Development and Learning • Objective 9 Uses language to express thoughts and needs b. Speaks clearly Objective 9b.4 Uses some words and word-like sounds and is understood by most familiar people

EXAMPLE 6.1.IT.6 participates in conversations that include taking turns, using both receptive (listening) and expressive (speaking) language skills.

GOLD® Objectives for Development and Learning • Objective 10 Uses appropriate conversational and other communication skills a. Engages in conversations Objective 10a.2 Engages in simple back-and-forth exchanges with others

EXAMPLE 6.1.IT.7 answers simple questions.

GOLD® Objectives for Development and Learning • Objective 8 Listens to and understands increasingly complex language a. Comprehends language Objective 8a.4 Identifies familiar people, animals, and objects when prompted

EXAMPLE 6.1.IT.8 follows simple directions.

GOLD® Objectives for Development and Learning • Objective 8 Listens to and understands increasingly complex language b. Follows directions Objective 8b.2 Responds to simple verbal requests accompanied by gestures or tone of voice



Early Literacy - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 6.2.IT Infants and toddlers engage in early reading experiences.

GRADE LEVEL EXPECTATION The infant and toddler…

EXAMPLE 6.2.IT.1 explores or shows interest in books by picking them up, mouthing them, carrying them, or flipping through pages.

GOLD® Objectives for Development and Learning • Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts Objective 17a.2 Shows interest in books


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EXAMPLE 6.2.IT.2 focuses on a book or the reader when hearing stories read to him or her.


EXAMPLE 6.2.IT.3 gazes at or points to pictures in books.


EXAMPLE 6.2.IT.4 responds to or engages in songs, rhyming games, or finger plays with a familiar adult.

GOLD® Objectives for Development and Learning • Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme Objective 15a.2 Joins in rhyming songs and games



Early Literacy - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 6.2.IT Infants and toddlers engage in early reading experiences.


EXAMPLE 6.2.IT.5 points to, labels, and/or talks about objects, events, or people within books.

GOLD® Objectives for Development and Learning • Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.1 Emerging to 18a.2 Contributes particular language from the book at the appropriate time

EXAMPLE 6.2.IT.6 enjoys and repeats songs, rhymes, or finger plays.

GOLD® Objectives for Development and Learning • Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme Objective 15a.2 Joins in rhyming songs and games


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EXAMPLE 6.2.IT.7 answers simple questions related to books.

GOLD® Objectives for Development and Learning • Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections Objective 18a.1 Emerging to 18a.2 Contributes particular language from the book at the appropriate time



Early Writing - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 6.3.IT Infants and toddlers engage in early writing experiences.


EXAMPLE 6.3.IT.1 grasps and/or manipulates a variety of objects in his or her environment.




Early Writing - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 6.3.IT Infants and toddlers engage in early writing experiences.

GRADE LEVEL EXPECTATION The older infant and toddler also…

EXAMPLE 6.3.IT.2 scribbles spontaneously, usually using a fist grip.

GOLD® Objectives for Development and Learning • Objective 7 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools Objective 7b.2 Grasps drawing and writing tools, jabbing at paper

EXAMPLE 6.3.IT.3 shows increasing skill in manipulating objects such as stacking several items, using pegboards, and mastering the use of eating utensils.




Comparison and Number - Infant and Toddler (birth - 3 years)


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DETAILED DESCRIPTOR 7.1.IT Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting.


EXAMPLE 7.1.IT.1 begins to notice characteristics of objects such as size, color, shape, or quantity.




Comparison and Number - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 7.1.IT Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting.


EXAMPLE 7.1.IT.2 matches and sorts objects by size, color, shape, or quantity.

GOLD® Objectives for Development and Learning • Objective 13 Uses classification skills Objective 13.2 Matches similar objects

EXAMPLE 7.1.IT.3 begins to use simple counting in play and interactions, although numbers may occur out of order.

GOLD® Objectives for Development and Learning • Objective 20 Uses number concepts and operations a. Counts Objective 20a.2 Verbally counts (not always in the correct order)

EXAMPLE 7.1.IT.4 makes simple comparisons between two objects using words like big, small, more, etc.

GOLD® Objectives for Development and Learning • Objective 22 Compares and measures a. Measures objects Objective 22a.2 Makes simple comparisons between two objects



Patterns - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 7.2.IT Infants and toddlers begin to recognize patterns.



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EXAMPLE 7.2.IT.1 demonstrates expectations for familiar sequences of routines and experiences such as crying when it is near feeding time.

GOLD® Objectives for Development and Learning • Objective 23 Demonstrates knowledge of patterns Objective 23.2 Shows interest in simple patterns in everyday life



Patterns - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 7.2.IT Infants and toddlers begin to recognize patterns.


EXAMPLE 7.2.IT.2 shows recognition of sequence in events or objects.


EXAMPLE 7.2.IT.3 repeats actions in sequence, such as finger plays.


EXAMPLE 7.2.IT.4 notices patterns and objects in the environment.


EXAMPLE 7.2.IT.5 organizes objects into groups during play and exploration.

GOLD® Objectives for Development and Learning • Objective 13 Uses classification skills Objective 13.2 Matches similar objects



Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 7.3.IT Infants and toddlers show increasing understanding of spatial relationships.



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EXAMPLE 7.3.IT.1 takes objects apart.


EXAMPLE 7.3.IT.2 fills and empties containers.

GOLD® Objectives for Development and Learning • Objective 22 Compares and measures a. Measures objects Objective 22a.2 Makes simple comparisons between two objects



Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 7.3.IT Infants and toddlers show increasing understanding of spatial relationships.


EXAMPLE 7.3.IT.3 takes objects apart and attempts to put them together.


EXAMPLE 7.3.IT.4 shows awareness of his or her own body space.

GOLD® Objectives for Development and Learning • Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships Objective 21a.2 Follows simple directions related to position (in, on, under, up, down)

EXAMPLE 7.3.IT.5 matches similar shapes.

GOLD® Objectives for Development and Learning • Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes Objective 21b.2 Matches two identical shapes

EXAMPLE 7.3.IT.6 follows simple direction related to positions such as in, on, under, up, or down.

GOLD® Objectives for Development and Learning • Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships Objective 21a.2 Follows simple directions related to position (in, on, under, up, down)


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Scientific Investigations - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 8.1.IT Infants and toddlers observe and wonder about the environment around them.


EXAMPLE 8.1.IT.1 begins to notice objects and events in the indoor and outdoor environments.


EXAMPLE 8.1.IT.2 engages in a variety of play experiences and exploration when provided open-ended materials, such as toys or household items that can be taken apart/put together, a container of water and various objects, seeds of different sizes/textures/shapes).


EXAMPLE 8.1.IT.3 uses one or more senses to make observations of their environment.


EXAMPLE 8.1.IT.4 reacts to changes in the environment.


EXAMPLE 8.1.IT.5 attempts to manipulate/understand his or her environment through repetitive play.



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EXAMPLE 8.1.IT.6 identifies and interacts with new objects placed in his or her environment.




Scientific Investigations - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 8.1.IT Infants and toddlers observe and wonder about the environment around them.


EXAMPLE 8.1.IT.7 asks simple questions about observations of the environment using language (may be home language), behavior, and interactions.




Scientific Reasoning - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 8.2.IT Infants and toddlers use reasoning to make sense of information in their environment.


EXAMPLE 8.2.IT.1 uses trusted relationships to gain understanding of the living and non-living world.


EXAMPLE 8.2.IT.2 explores cause and effect relationships by engaging in problem solving through trial and error.




Scientific Reasoning - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 8.2.IT Infants and toddlers use reasoning to make sense of information in their environment.



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EXAMPLE 8.2.IT.3 shows understanding of object permanence (that people exist when they cannot be seen and objects exist even when out of sight).

GOLD® Objectives for Development and Learning • Objective 12 Remembers and connects experiences a. Recognizes and recallsObjective 12a.2 Recognizes familiar people, places, and objects; looks for hidden objectwhere it was last seen

EXAMPLE 8.2.IT.4 makes a choice to reach a desired outcome.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning c. Solves problemsObjective 11c.2 Reacts to a problem; seeks to achieve a specific goal



Scientific Communication - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 8.3.IT Infants and toddlers share information and understanding about experiences in their environment.


EXAMPLE 8.3.IT.1 produces questions using gestures and/or facial expressions.

GOLD® Objectives for Development and Learning • Objective 9 Uses language to express thoughts and needs a. Uses an expandingexpressive vocabularyObjective 9a.2 Vocalizes and gestures to communicate

EXAMPLE 8.3.IT.2 expresses vocalizations and gestures to gain attention from others.

GOLD® Objectives for Development and Learning • Objective 9 Uses language to express thoughts and needs a. Uses an expandingexpressive vocabularyObjective 9a.2 Vocalizes and gestures to communicate

EXAMPLE 8.3.IT.3 shows repetitive actions to demonstrate new learning experiences.

GOLD® Objectives for Development and Learning • Objective 11 Demonstrates positive approaches to learning b. PersistsObjective 11b.2 Repeats actions to obtain similar results



Scientific Communication - Infant and Toddler (birth - 3 years)

DETAILED DESCRIPTOR 8.3.IT Infants and toddlers share information and understanding about experiences in their environment.


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EXAMPLE 8.3.IT.4 composes simple verbal questions in English or home language.


EXAMPLE 8.3.IT.5 responds verbally to other’s questions or statements in English or home language.


EXAMPLE 8.3.IT.6 draws pictures to represent his or her observations of objects and/or of changes to objects or the environment.

GOLD® Objectives for Development and Learning • Objective 14 Uses symbols and images to represent something not present a. Thinks symbolically Objective 14a.4 Draws or constructs, and then identifies what it is

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